GCSE Science Ready Transition Tests by Collins

Transition tests GCSE science ready is an all-in-one solution allowing you to track pupil progress at KS3, diagnose gaps and weaknesses with testing, and resolve them with targeted Intervention tasks. Designed to be used to bookend the Intervention tasks which mirror the content and approach of the tests

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Comprehensive coverage of the mastery statements within the AQA KS3 Science Syllabus allow you to cover all required knowledge and skills, and pinpoint gaps

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Structured according to the AQA KS3 Science Syllabus framework with two tests for each big idea; the first test for Year 1 topics, the second test for Year 2 topics

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A total of 40 tests, with 20 ‘before’ tests covering the entire Syllabus and 20 ‘after’ tests covering the same Syllabus, to provide benchmarked assessment of learning progress

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Accompanying CD-ROM provides the tests in easily editable Word documents alongside a simple-to-use tracking spreadsheet, allowing you to pinpoint areas for improvement

Transition tests

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GCSE science ready

for KS3 to GCSE 9-1

GCSE science ready

Transition tests Series Editor Ed Walsh Authors Joanna Beswick Jill Faircloth Sarah Palmer

ISBN 978-0-00-821531-6

GCSE science ready Intervention tasks ISBN 9780008215323

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GCSE science ready

TABLE OF CONTENTS

Page Introducing GCSE science ready

The AQA Key Stage 3 Syllabus

Key features of each transition test

Are you GCSE ready?

Page

Time to re-test

Page

Test 1: Forces 1

Test 21: Forces 1

Test 2: Electromagnets 1

Test 22: Electromagnets 1

Test 3: Energy 1

Test 23: Energy 1

Test 4: Waves 1

Test 24: Waves 1

101

Test 5: Matter 1

Test 25: Matter 1

105

Test 6: Reactions 1

Test 26: Reactions 1

109

Test 7: Earth 1

Test 27: Earth 1

113

Test 8: Organisms 1

Test 28: Organisms 1

117

Test 9: Ecosystems 1

Test 29: Ecosystems 1

121

Test 10: Genes 1

Test 30: Genes 1

125

Test 11: Forces 2

Test 31: Forces 2

129

Test 12: Electromagnets 2

Test 32: Electromagnets 2

133

Test 13: Energy 2

Test 33: Energy 2

137

Test 14: Waves 2

Test 34: Waves 2

141

Test 15: Matter 2

Test 35: Matter 2

145

Test 16: Reactions 2

Test 36: Reactions 2

149

Test 17: Earth 2

Test 37: Earth 2

153

Test 18: Organisms 2

Test 38: Organisms 2

157

Test 19: Ecosystems 2

Test 39: Ecosystems 2

161

Test 20: Genes 2

Test 40: Genes 2

165

Page Mark scheme

Table of contents | ÂŠ HarperCollinsPublishers Limited 2016 4

169

GCSE science ready

INTRODUCING GCSE SCIENCE READY What is GCSE science ready? GCSE science ready provides teachers with the tools to help them judge how far students have mastered the key ideas and skills at Key Stage 3, and then to respond in an innovative and effective way to ensure they have achieved mastery before GCSE. It is a teaching tool of two parts. •

The first part consists of 40 transition tests which assess the entire AQA KS3 Science Syllabus, split into ‘before’ and ‘after’ tests, which cover the same syllabus content, but in slightly different ways to discourage rote learning. The ‘before’ tests diagnose gaps and weaknesses and the ‘after’ tests provide a second round of testing to ensure learning is embedded.

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The second part consists of 20 intervention tasks which provide a ready-made and targeted teaching response to gaps or weaknesses diagnosed by the tests. The intervention tasks mirror the topics covered by the tests to provide specific intervention solutions for areas highlighted by the testing.

At its heart this is a process that can be referred to as ‘Assess – Teach – Assess’ and provides accurate progress monitoring as well as longevity of learning. In order to make teaching more effective, we need to have a clear idea about what has been mastered and what is still developing. In order to then have a positive impact upon student progress and outcomes, we need to be able to intervene and revisit ideas. Reassessing then allows us to gauge how far pupils have come. We have worked hard to ensure this resource is highly relevant for teachers, saving time and supporting successful outcomes. To this end we have made sure that: •

the content is fully matched to the content, principles and organisation of the AQA Syllabus; its 10 big ideas and 16 enquiry processes

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the content is aligned with the GCSE (9–1) assessment objectives, required mathematical knowledge and working scientifically skills to ensure it supports GCSE mastery

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tests and interventions provide clear diagnoses of problem areas and support for struggling students, as well as indicating areas for progression and extension activities for exceptional students.

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all resources are provided in Word on CD-ROM allowing teachers to edit and print as required.

How should it be used? The books are designed to be used flexibly according to need; it is not a publication that has to be used in one specific way in order to work effectively. There are a number of ways in which these materials can be used. 1.

Bespoke to AQA but relevant to all specifications: This tool is bespoke to the AQA KS3 Science Syllabus and is ideal for those who are using this structure in their teaching. However, this tool could equally be used with an existing scheme of work as it comprehensively covers all the key concepts and skills in the National Curriculum and it clearly outlines the topics each test and intervention cover.

Use in class, at school or at home: Time is precious at Key Stage 3 and each teacher will have a different approach to assessment and intervention activities and where they can be best integrated. The tests can be set in class, during personal study time or for homework. Intervention tasks can be set as active class activities, group discussion points or amended as homework questions.

Use formatively or summatively at KS3 or GCSE: The materials are designed to be used flexibly in response to how KS3 and GCSE is taught and how the class is progressing. Whether used consistently after each KS3 unit to ensure learning is embedded; in response to a particularly challenging topic; at the end of each year of KS3 to feed into revision; or just before GCSE to ensure students are ‘GCSE ready’, it will provide detailed guidance on what pupils have ‘got’ and what they are struggling with. The intervention tasks will provide a ready-made solution.

Introduction | © HarperCollinsPublishers Limited 2016 5

GCSE science ready Are you GCSE ready? Test 1: Forces 1 – Speed and Gravity

KNOW [Each question = 1 mark] 01. If the various forces acting on an object add up to zero, which one of the following statements could be true? A. It is travelling in a circular path at a steady speed. B. It is accelerating. C. It is travelling in a straight line at a steady speed. D. It is slowing down and will shortly be at rest. 02. Complete this sentence: Speed can be calculated by… A. …dividing distance by time B. …dividing time by distance C. …multiplying distance by time D. …adding distance to time 03. Which of these best describes average speed? A. The overall distance travelled divided by the time taken. B. The reading on the speedometer of a car travelling at top speed. C. The speed an object travels at when not accelerating. D. The time taken to travel the total journey divided by the total distance. 04. Which one of these endings to this sentence is correct? The greater the speed of an object… A. …the less time it will take to cover a set distance. B. …the longer it will take to cover a set distance. C. …the smaller the distance it will cover in a set time. D. …the greater the mass of an object. 05. Which one of these is not an example of acceleration? A. An object falling from rest due to gravity. B. An object whose speed is increasing. C. An object which is slowing down. D. An object whose motion on a distance-time graph is shown by a straight line.

Test 1 | © HarperCollinsPublishers Limited 2016 9

GCSE science ready 06. Which of these enables us to calculate the weight of an object? A. mass ÷ gravitational field strength B. mass × gravitational field strength C. gravitational field strength ÷ mass D. gravitational field strength + mass 07. Which of these is completely correct? A. Mass is measured in N; Weight is measured in N B. Mass is measured in N; Weight is measured in kg C. Mass is measured in kg; Weight is measured in N D. Mass is measured in kg; Weight is measured in kg 08. Complete this sentence: Gravitational field strength is greater if the mass of the objects… A. …is greater and the distance between them is greater. B. …is less and the distance between them is greater. C. …is greater and the distance between them is less. D. …is less and the distance between them is less. 09. How does the force of gravity on the Moon compare with the force of gravity on Earth? A. It is less, because the mass of the moon is less. B. It is the same, because gravity is a constant. C. It is more, because the moon is further away. D. It is non-existent, because the moon has no atmosphere. 10. What is mass? A. The amount of ‘stuff’ in an object. B. A measure of how hard gravity pulls on an object. C. Another word for weight. D. A value dependent upon the gravitational field strength in an area.

Test 1 | © HarperCollinsPublishers Limited 2016 10

GCSE science ready APPLY 11. Look at this graph of a journey. It has five sections, A–B, B–C, C–D, D–E and E–F:

a. During which section was the object accelerating? [1] b. Name a section in which the object was stationary. [1] c. How fast was the object travelling in section E–F? [2] d. Carl’s mother is driving him to a football match. They are travelling along the road at 25 m/s and they are overtaken by a van travelling at 30 m/s. What is the speed of the van relative to Carl’s car? [1] 12. The gravitational field strength on Mars is around 4 N/kg. The gravitational field strength on Earth is around 10 N/kg. a. Carl weighs 400 N on Earth; what would he weigh on Mars? [1] b. Carl weighs 24 N on Pluto; calculate Pluto’s gravitational field strength. [1] 13. Edith and her group are measuring the speed at which they can cycle between two marks, 10 m apart, in the school playing field. They are comparing different students in the group; they are all using the same bike. This is the data they have gathered: Amy

Beth

Cath

Danielle

Edith

Fran

2.0 s

1.8 s

1.9 s

2.2 s

2.0 s

1.7 s

a. Are there any anomalies in this data? [1] b. Are there any real differences between the results for different students? [1] c. Suggest a reason why the results are different for different students. [1]

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GCSE science ready EXTEND 15. Emily says that gravity is like any other force, because it pulls on objects. Jo says it is different, because it doesnâ&#x20AC;&#x2122;t physically touch an object. Explain who is right. [3] 16. A track cyclist is travelling in an upright position at a constant speed of 8 m/s. Describe what would happen to her speed if: a. the friction between the tyres and track was increased [1]; b. she adopted a crouching position. [1]

Test 1 | ÂŠ HarperCollinsPublishers Limited 2016 12

GCSE science ready Are you GCSE ready? Test 2: Electromagnets 1 – Voltage and resistance and Current

KNOW [Each question = 1 mark] 01. Which one of these endings to this sentence is not correct? Voltage is... A. …shared between components in a parallel circuit. B. …the amount of energy per unit of charge transferred through the electrical pathway. C. …also known as the potential difference. D. …shared between components in a series circuit. 02. A component has a current of 3 A and a potential difference of 9 V flowing through it. What is its resistance? A. 27 Ω B. 0.33 Ω C. 81 Ω D. 3 Ω 03. Which of these statements about resistance is not correct? A. Resistance is measured in ohms. B. Resistance is high in a material that is an electrical insulator. C. Resistance in components in a circuit causes the current flowing to increase. D. Resistance is a property of a component which makes it difficult for electrical charge to pass through. 04. Complete this sentence: When I add more components to a series circuit... A. …the voltage in the circuit will increase. B. …the current flowing in the circuit will increase. C. …the total resistance in the circuit will decrease. D. …the current flowing in the circuit will decrease. 05. Which one of these materials will have the least resistance? A. A piece of silver wire. B. A wooden spoon. C. A sheet of paper. D. A rubber bung.

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GCSE science ready 06. Which of these statements describes something that would not happen when two charged objects are brought closer together? A. The electric field strength increases. B. The electric field strength decreases. C. The objects repel each other. D. The objects attract each other. 07. Which of these statements about electrons is incorrect? A. When an object loses electrons, it becomes negatively charged. B. Electrons are tiny particles that are part of atoms. C. Movement of electrons causes a flow of electric charge known as current. D. Movement of electrons can result in a positively charged object. 08. Look at this circuit diagram. It contains a battery and two identical, working lamps:

Which of the following gives correct values for the readings of current on the ammeters? A. A 1 = 4.5 A; A 2 = 4.5 A; A 3 = 4.5 A B. A 1 = 3 A; A 2 = 3 A; A 3 = 6 A C. A 1 = 3 A; A 2 = 3 A; A 3 = 0 A D. A 1 = 3 A; A 2 = 0 A; A 3 = 3 A 09. Which statement is incorrect? A. Charged objects are created when materials are rubbed together and electrons move from one surface to another. B. Charged objects always repel each other. C. Charged objects are surrounded by an electric field. D. Charged objects are affected by an electrostatic force when in the electric field of another charged object. 10. Complete this sentence: A parallel circuit is one... A. ...in which the components are on separate loops. B. ...in which all components are on the same loop. C. ...which runs next to another circuit, without touching it. D. ...in which the current flowing is always constant.

Test 2 | ÂŠ HarperCollinsPublishers Limited 2016 14

GCSE science ready APPLY 11. Some students made a simple electrical circuit containing cells, wires and a resistor in order to check whether the resistance information given for the resistor was correct. They changed the potential difference across the resistor by adding more cells. This is their data:

Potential Difference (V) Current (A)

1.5

4.5

0.0028

0.0058

0.0086

0.0115

a. Draw a circuit diagram showing the circuit and how the students measured the voltage in that circuit. [2] b. Use the data in the table to determine the resistance of the resistor. [2] c. Explain the difference between the resistance in the wires and resistance in the resistor using an analogy, such as water in pipes. [2] 12. Darnel has made a series circuit containing a battery and two identical lamps. a. Draw a circuit diagram for this circuit. [1] b. Darnel adds a further lamp. Explain how this affects the current in the circuit. [1] c. If he swaps one of the lamps for one with less resistance, what will happen to the current and why? [1] d. If one of the lamps blows, what effect will this have on the current in the circuit? [1]

Test 2 | ÂŠ HarperCollinsPublishers Limited 2016 15

GCSE science ready EXTEND 13. Chloe connects two bulbs in a series circuit with a 12 V battery: a small bulb which has a resistance of 50 ohms, and a larger one with resistance of 10 ohms. a. Use the relationship between resistance, potential difference and current to work out the current flowing in the circuit. [1] b. Across which of the bulbs will the potential difference be the greatest? [1] c. Thinking about your answer to b, explain why one of the bulbs does not light. Try to include the term energy in your answer. [1] 14. Ravi complains to his friends at school that he frequently gets electrostatic shocks from the doors of the classroom. Explain how these shocks are caused. [2]

Test 2 | ÂŠ HarperCollinsPublishers Limited 2016 16

GCSE science ready Are you GCSE ready? Test 3: Energy 1 – Energy costs and Energy transfer

KNOW [Each question = 1 mark] 01. What unit is used on food labels to list the energy content of food? A. Newtons B. Kilowatts C. Kilojoules D. Kilograms 02. A quarterly home energy bill is £224. This covers 2190 hours at a price of 8 p per kWh. What was the average power used over the period? A. 1.28 kW B. 0.78 kW C. 1.28 kWh D. 0.78 kWh 03. What is the power of a device? A. The energy stored in the device. B. The maximum energy the device can transfer. C. The speed at which the device transfers energy. D. The energy required for the device to operate. 04. Which of the following is a renewable source of energy? A. Gas B. Coal C. Nuclear D. Biomass 05. Which of the following is a fossil fuel? A. Nuclear B. Biomass C. Crude oil D. Geothermal

Test 3 | © HarperCollinsPublishers Limited 2016 17

GCSE science ready 06. What energy transfer takes place when a ball rolls down a hill? A. Kinetic energy to elastic energy. B. Thermal energy to kinetic energy. C. Kinetic energy to chemical energy. D. Gravitational potential energy to kinetic energy. 07. What energy transfer takes place when a kettle is boiled? A. Electrical energy to thermal energy. B. Chemical energy to thermal energy. C. Thermal energy to chemical energy. D. Electrical energy to chemical energy. 08. Which row in this table correctly shows the energy store, useful transfer and dissipated energy when a lightbulb is plugged into the domestic mains and turned on?

Energy store

Useful transfer

Dissipated energy

Light

Electrical

Chemical

Thermal

Electrical

Light

Electrical

Light

Thermal

Chemical

Light

Thermal

09. Which of the following transfers chemical energy to kinetic energy? A. An athlete B. A windmill C. A ball rolling downhill D. A battery operated torch 10. If a spring is compressed, what sort of energy is stored? A. Kinetic B. Elastic C. Dissipated D. Gravitational potential

Test 3 | ÂŠ HarperCollinsPublishers Limited 2016 18

GCSE science ready APPLY 11. Give two advantages and two disadvantages of using coal-fired power stations. Your answers may cover scientific, environmental or social factors. [4] 12. List the energy transfers involved when energy is produced in a hydroelectric power plant and used to run a hairdryer. [3] 13. Explain how energy is dissipated in these situations: a. An accelerating car [1] b. A hot cup of tea [1] c. A swimmer [1]

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GCSE science ready EXTEND 14. Wind farms are a clean source of energy, but many people donâ&#x20AC;&#x2122;t want to live near one. a. How would you persuade a government to invest in wind farms? [1] b. How would you persuade a community that building a wind farm near them would be an asset to the area? [1] 15. Examine this chart which shows energy efficiency for different types of fuel.

a. What is the equation used to calculate energy efficiency? [1] b. Why is there a steep change in efficiency between the coal fired plant and the tidal and hydro-electric power stations? [1] c. How much energy is output for every 1000 J input to a hydro-electric plant? [1]

Test 3 | ÂŠ HarperCollinsPublishers Limited 2016 20

GCSE science ready Test 1: Forces 1 – Speed and Gravity KNOW Q 01-05 06-10

Answers C; A; A; A; D B; C; C; A; A

APPLY Q Answers 11 a. CD b. BC or DE c. speed = distance ÷ time [1] = 150 ÷ 40 = 3.75 m/s [1] d. 5 m/s 12 13

Marks 5 5

Syllabus 3.1.1 3.1.2

Marks 1 1 2

Syllabus 3.1.1

a. 160 N b. 0.6 ms2 or 0.6 N/kg a. No b. Yes, there are real differences of the data between different students. c. The results could be different because some students can cycle faster OR the results could be affected by human errors in recording the time taken.

EXTEND Q Answers 15 They are both correct [1]: Emily is correct in saying that gravity exerts a pull on objects; there are other forces that pull on objects – including an actual pull, magnetism and tension [1]. Jo is also correct that gravity doesn’t actually touch objects to exert its force; electrostatic forces and magnetism are other examples of non-contact forces that work in the same way [1]. 16 a. She would slow down, because the friction force increases. b. She would speed up, because air resistance/drag is reduced.

1 1 1 1 1

3.1.1 Enquiry process: 2.3

Marks 3

Syllabus 3.1.2

1 1

3.1.1

3.1.2

GCSE science ready Test 2: Electromagnets 1 – Voltage and Resistance and Current KNOW Q 01-05 06-10

Answers A; D; C; D; A B; A; B; B; A

APPLY Q Answers 11 a.

(Not necessary to include the ammeter to obtain mark.) b. Students should calculate a mean average value using all the data [1]. Resistance is approximately 520 Ω [1]. c. Example answer: All components have resistance. The resistance of the wires is less than that of the resistor. [1] If we think of current as water flowing in pipes – the pipes representing the resistor will be narrower than those representing the wires, because that will create more resistance to the flow. [1] a.

b. When an extra bulb is added, the resistance in the series circuit increases and the current flowing will decrease. c. The overall resistance will decrease and the current will increase. d. There will be a break in the circuit and no current will flow. EXTEND Q Answers 13 a. 0.2 A

Marks 5 5

Syllabus 3.2.1 3.2.2

Marks 2

Syllabus 3.2.1 Enquiry Process 2.5

2 2

1 1 1 Marks 1

b. The small bulb with resistance of 50 ohms.

c. The potential difference across the large bulb is not great enough to make it light and only a small amount of energy is transferred. Electrostatic shocks are caused by electrostatic charges building up on people due to friction forces moving electrons – this can be friction between clothes and seating or shoes and the floor, for example, and can be affected by the types of materials involved [1]. If someone is charged up and touches an electrical conductor, they may feel a shock as the charge dissipates [1].

3.2.1

Syllabus 3.2.1

3.2.2

GCSE science ready Test 3: Energy 1 – Energy costs and Energy transfer KNOW Q 01-05 06-10

Answers C; A; C; D; C D; A; C; A; B

APPLY Q Answers 11 Advantages: (two from) employment of miners; power stations and network already in place; high energy output; inexpensive; available around the world. Disadvantages: (two from) pollution; non-renewable so will run out; may be dependent on other countries for power. 12 Gravitational potential to kinetic to electrical to thermal and kinetic with dissipated sound energy. 13 a. Energy is ‘wasted’ as heat/sound in overcoming the friction between the wheels and the road and in overcoming air resistance. b. Thermal energy is transferred to the particles in the tea, increasing their kinetic energy so they evaporate. c. Energy is ‘wasted’ as heat and in overcoming the water resistance.

Marks 5 5

Syllabus 3.3 1 3.3.2

Marks 2

Syllabus 3.3.1 Enquiry process: 2.14

2 3 1

1 1

EXTEND Q Answers 14 a. Very energy efficient, no pollution, energy security. b. Jobs, no pollution, potential for cheaper energy.

Marks 1 1

a. percentage efficiency = (useful energy output ÷ total energy input) × 100 b. The fuels are combusted to extract the energy, so a lot of energy is dissipated into light and thermal energy is ‘wasted’ to the surroundings. c. 950 J

3.3.1 and 3.3.2 3.3.2

Syllabus 3.3.1 Enquiry process: 2.5 3.3.2